School leadership as gap management. Curriculum traditions, changing evaluation parameters, and school leadership pathways.

Autor/inn/en	Knapp, Mariella; Hopmann, Stefan
Titel	School leadership as gap management. Curriculum traditions, changing evaluation parameters, and school leadership pathways.
Quelle	Aus: Wermke, Wieland (Hrsg.); Sivesind, Kirsten (Hrsg.): Curriculum dynamics within and across contexts. Collected works of Stefan Thomas Hopmann. Berlin: Peter Lang (2025) S. 315-352 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Komparatistische Bibliothek / Comparative Studies Series / Bibliothèque d'Études Comparatives. 31
Beigaben	Illustration 1; Literaturangaben S. 343-352
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-631-92376-4; 978-3-631-92377-1; 978-3-631-92378-8
Schlagwörter	Bildungswesen; Schulleitung; Curriculum; Curriculumentwicklung; Bildungsforschung
Abstract	School leadership nowadays is confronted with ever-changing and fast-growing expectations of what schools should be able to achieve. However, school leadership is an embedded activity, i.e., much depends on the underlying structure and culture of schooling. For instance, different traditions of defining schooling play a significant role in defining the role of school leaders. Therefore, it could be worthwhile to compare different traditions and current practices of defining school leadership with the traditions of con-ceptualizing the schooling within which they have evolved. Taking the well-known differ-ences between the Didaktik and the curriculum traditions as a starting point: Should one assume that these deeply rooted traditions have an impact on the leadership "pathways" that are determined by new expectations of the outcome of schooling? This becomes a fascinating empirical question the moment both traditions meet, e.g., by implementing in a Didaktik setting control patterns that historically have been developed within the curriculum tradition. For example, how do school leaders respond to the challenge of being measured by parameters that traditionally were none of their business? This chapter addresses conceptual issues of this question and empirical findings based on a research project in Lower Austria.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2026/3